Navegando por Autor "SILVA, Luiza Pereira da"

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A realidade como princípio metodológico no ensino da matemática
(Universidade Federal do Pará, 2004-05-24) SILVA, Luiza Pereira da; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872
This study has the purpose to argue the actions developed in the school in an interdisciplinary conception, having the Generating Subject as axle of curricular orientation, using as a methodological strategy for construction of the thematic nets in the classroom the work projects (inquiry projects). We believe that the process of teach-learning and the construction of the school and scientific knowledge from the valuation and approach with knowledge of the reality (daily knowledge), will become more efficient in a dialogical process between students, teachers and knowledge that interact in a movement of orientation on the part of the teacher and for the search to understanding methematics knowledge, applying it and systemizing it toward new knowledge.
Acesso aberto (Open Access)
História em quadrinhos nas pesquisas sobre história para o ensino de matemática (1990-2018)
(Universidade Federal de Mato Grosso, 2019-12) SILVA NETO, Benjamim Cardoso da; MENDES, Iran Abreu; SILVA, Luiza Pereira da
This article aims to identify and describe researches about history for the teaching of mathematics, that combine history of mathematics to history in comics by means of breeding strategies of didactic proposals that connect to mathematical knowledge, in a playful manner, in promoting an improvement of teaching and apprenticeship of this discipline. Thus, we find two searches of professional master's dissertations that were used of the story resource in comics, associated with the history of mathematics, for teaching areas of plane figures, volumes of solids geometric and equations 2nd grade. Some others works were derived of these searches of dissertations, beyond the products educational created as a requirement of professionals master's degree. Such research make us realize a movement still weak of productions that derive from them, and express exemplary contributions and potentialities for use per parts from other professionals of basic education, of Teacher Education of math and also serve of research source, that is what happens with this work, that makes it public, about everything, productions that directed to the use of the history of mathematics in the classroom.
Acesso aberto (Open Access)
História para ensinar matemática nos anos iniciais nas produções acadêmicas brasileiras (1990 – 2018): princípios, métodos e propostas
(Universidade Federal do Pará, 2021-02-12) SILVA, Luiza Pereira da; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
From a research, whose object of study was centered on the productions of postgraduates of brazilian universities in History for the Teaching of Mathematics (HEnM), with a cut for the initial years, this work develops and analyzes the academic productions from the field between 1990 and 2018, with an emphasis on its principles and methods, to highlight its potentialities and contributions not only in mathematics, with an approach related to history, the initial years of Fundamental Education, based on the files that make up the collection of the Brazilian Center of Reference in Research on the History of Mathematics (CREPHIMat), originating from two research projects aos quais or documentary study is linked. Through the cataloging of productions, a paradigmatic matrix was elaborated, in order to identify and analyze the Technical, Methodological and Theoretical levels as constitutive elements of the productions on the researched topic, aiming to point out ways of using history to teach mathematics in the initial years, and, likewise, it provides indications of the contributions of these productions to the teaching of mathematics and to teacher training, based on the foundations established by Mendes (1997, 2001, 2009, 2013), or provides history as a didactic and conceptual mediator, tending to historical research as an element of (re)construction of mathematics generated in different socio-cultural contexts, developed from investigative activities that problematize practices for the improvement of learners. The results highlight the importance of two well-trodden paths by researchers in the direction of mathematics teaching approaches, through the history of mathematics as a mediator of proposed pedagogical practices, as they involve testing of concrete materials, artifacts and manipulations, applications of history in situations of teaching and training and as a basis for research methods and explorations in the training of Mathematics teachers. It is emphasized that, in a general way, all productions point to the need to implement the uses of the history of Mathematics in initial or continuing teacher training, as a fundamental element for the constitution of a didactic epistemology that enables a didactic and conceptual training to teach Mathematics with meaning, supported by a reflective approach.